Teachers' Opinions on Teaching Techniques and Material Usability in Distance Turkish Lessons

The aim of this study was to investigate the extent to which Turkish language teachers utilized instructional methods and techniques during the distance education process, to identify reasons for not using certain techniques, and to evaluate their level of material usage. A scale developed by the researchers was used to assess the usage levels of 34 instructional techniques, the reasons for non-use, and material usage levels. The study employed a simple descriptive survey model and was conducted with 324 Turkish language teachers in Sakarya, selected through random sampling via an online platform. Findings revealed that the most frequently used techniques were Question-Answer, Homework, and Brainstorming, while the least used were Butter-Bread, “Say Apple and Go,” “Say Pear and Stay,” and the Marketplace Technique. The primary reasons for not using some techniques included unawareness of relevant resources, lack of available resources, lack of knowledge on how to use existing resources, and inability to access them. The study also assessed the use of six types of materials: textbooks, EBA content, visual, auditory, audiovisual, and digital platforms. It was found that Turkish language teachers made extensive use of all six material types during distance education, indicating a strong integration of instructional materials into their online teaching practices.